Step 1 Specific Context of the Teaching and Learning Situation: Ø Anywhere from 12-20 people would be enrolled for the quarter Ø The course is designed for the untrained but interested --lower level Ø Classes will meet on a daily basis for 2 hours with a 4 hour lab on Fridays Ø Combination of lecture, live demos, individual and solo kitchen production Expectation of External Groups: Ø Society should expect students to be fully capable of cooking many different styles of dishes and meals for the home, and be able understand training on-the-job Ø No, depending on the desired job. Ø BTC expects students to be able to produce desirable food in the on-campus restaurant Nature of the Subject: Ø Convergent Ø The subject matter is cognitive and demands leaning physical skills Ø The foundations are stable, not including molecular gastronomy(not taught) Characteristics of the Learners: Ø All students are welcome, part-time work is ideal for those looking for professional development Ø Myriad culinary opportunities can be sought Ø To gain knowledge and expertise through which the can achieve their goals Ø Familial and social but mostly informal. Some may have on-the-job skills Ø Mainly visual and verbal Characteristics of the Teacher Ø Lots of experience, enthusiasm, and professionalism of skills and attitude Ø In my case it would be the first in this environment but I have been a certified trainer at other jobs in my field Ø Multiple times Ø Yes, experience and expertise are extremely essential Ø Having taken classes and been in a trainer position, teaching falls in line Special Pedagogical Challenge: Ø An interesting aspect of cooking is that it is all fairly simple ideas but understanding the effectiveness of consistency is paramount. The teacher is challenged by continuing to perform at a high level while at the same time passing on the correct techniques to the untrained student. “Practice makes perfect” rings true in this profession. Thus, through practice the teacher can see quantitative advancements by the student.
Step 2 Foundational Knowledge Ø Fundamentals of cooking techniques, i.e. oil and water don’t mix (unless they use an emulsifying agent) Ø Again, students need to understand the fundamentals of cooking techniques and be able to perform them in a consistent and correct manner Application Ø Students will be need to use Critical, creative and practical thinking in order to be most successful, but this also varies based on their intentions of career path Ø Culinary consistency, knife skills and people skills are most important Ø Final project is a mystery basket in which they must improvise a menu and perform techniques learned during the program Integration Ø Students need to understand the causal effects of basic culinary interactions which will result in a heightened awareness in their home and if they so choose, at their job Human Dimension Ø Students can translate their knowledge into an understanding or curiosity of cultures(cuisine)and nature(farming and agriculture) Ø Students must understand the necessity of working well and building trust with others, while overcoming personal differences and abilities Caring Ø The “magic” of cooking, the excitement of creation Ø Interest in where exactly food comes from and what is required to produce it Ø Interest in the many cultures of America, thus introducing them to the world Ø Taking pride in doing thing correct the first time; time management Learning How to Learn Ø Ideally, student will learn how listen and learn through demonstration and example; replication Ø Become interested enough to experiment/practice with new ingredients/techniques at home Ø Taking initiative and responsibility for successes and failures while understanding why those results happened
Step 3 Feedback and Assessment Forward-looking Assessment · Having learned proper cooking techniques and menu development, Students will be given a “mystery basket” of ingredients and will be required to individually write a 5 course menu and execute it within a given timeframe. Criteria and Standards · Assessment will be based on how well the students utilized the ingredients, executed the techniques used and whether or not they were able to produce what they had planned to. Self-Assessment · After receiving their critique, students will reflect on what challenges they encountered while prepping for and producing the different courses and why these challenges arose. FIDeLity Feedback · Students will present each course to the instructors, and at the end of the 5 course the student will return and listen to the feedback from the instructors. There will be a dialogue, discussing what worked, what didn’t, what could have been changed, etc.
Step 4 Teaching and Learning Activities Experiences · In class demonstrations · Hands on lab work · Internships · Videos showing techniques · Videos showing how chefs think (mind set, organization) Getting Ideas and Information · Internet searches · Lectures · Research papers Reflecting · Discussions periods after lab work · Feedback of results of lab · Keep a “journal of questions” that arise – will be answered in discussion period
Step 5
Learning Goals
Assessment Procedures
Learning Activities
Foundational Knowledge: Fundamentals of cooking techniques; consistency in production
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs ·
Applications: Critical, creative and practical thinking, knife skills
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs
Integration: Demonstrating culinary creativity and restraint; seeing culinary connections
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs · Research paper
Human Dimension: Thinking like a chef, working in teams (building trust)
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs · Chef interview · Restaurant tour
Caring: Developing a pride in cooking; concerns about sustainability/sourcing/world cuisines
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs · Off-site (field trips)
Learning How to Learn: “practicing” at home, responsibility, visual learner, consistent expectations/results
a) Forward Looking
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· Written quizzes and exams · See-then-do demonstrations · Team labs · Individual Labs
Step 6 Topics · Protein Fabrication · “Mother Sauce” fundamentals · Techniques used in cooking · Cooking Methodology (grilling vs. sautéing vs. roasting vs. braising) · Composing a plate · Composing and designing a menu · Presentation
Steps7 & 8
Major Topics in Course
--------------------------------------------Instructional Strategy--------------------------------------------------------------- Basics of Culinary Artistry Teams and Individual
Step 1
Specific Context of the Teaching and Learning Situation:
Ø Anywhere from 12-20 people would be enrolled for the quarter
Ø The course is designed for the untrained but interested --lower level
Ø Classes will meet on a daily basis for 2 hours with a 4 hour lab on Fridays
Ø Combination of lecture, live demos, individual and solo kitchen production
Expectation of External Groups:
Ø Society should expect students to be fully capable of cooking many different styles of dishes and meals for the home, and be able understand training on-the-job
Ø No, depending on the desired job.
Ø BTC expects students to be able to produce desirable food in the on-campus restaurant
Nature of the Subject:
Ø Convergent
Ø The subject matter is cognitive and demands leaning physical skills
Ø The foundations are stable, not including molecular gastronomy(not taught)
Characteristics of the Learners:
Ø All students are welcome, part-time work is ideal for those looking for professional development
Ø Myriad culinary opportunities can be sought
Ø To gain knowledge and expertise through which the can achieve their goals
Ø Familial and social but mostly informal. Some may have on-the-job skills
Ø Mainly visual and verbal
Characteristics of the Teacher
Ø Lots of experience, enthusiasm, and professionalism of skills and attitude
Ø In my case it would be the first in this environment but I have been a certified trainer at other jobs in my field
Ø Multiple times
Ø Yes, experience and expertise are extremely essential
Ø Having taken classes and been in a trainer position, teaching falls in line
Special Pedagogical Challenge:
Ø An interesting aspect of cooking is that it is all fairly simple ideas but understanding the effectiveness of consistency is paramount. The teacher is challenged by continuing to perform at a high level while at the same time passing on the correct techniques to the untrained student. “Practice makes perfect” rings true in this profession. Thus, through practice the teacher can see quantitative advancements by the student.
Step 2
Foundational Knowledge
Ø Fundamentals of cooking techniques, i.e. oil and water don’t mix (unless they use an emulsifying agent)
Ø Again, students need to understand the fundamentals of cooking techniques and be able to perform them in a consistent and correct manner
Application
Ø Students will be need to use Critical, creative and practical thinking in order to be most successful, but this also varies based on their intentions of career path
Ø Culinary consistency, knife skills and people skills are most important
Ø Final project is a mystery basket in which they must improvise a menu and perform techniques learned during the program
Integration
Ø Students need to understand the causal effects of basic culinary interactions which will result in a heightened awareness in their home and if they so choose, at their job
Human Dimension
Ø Students can translate their knowledge into an understanding or curiosity of cultures(cuisine)and nature(farming and agriculture)
Ø Students must understand the necessity of working well and building trust with others, while overcoming personal differences and abilities
Caring
Ø The “magic” of cooking, the excitement of creation
Ø Interest in where exactly food comes from and what is required to produce it
Ø Interest in the many cultures of America, thus introducing them to the world
Ø Taking pride in doing thing correct the first time; time management
Learning How to Learn
Ø Ideally, student will learn how listen and learn through demonstration and example; replication
Ø Become interested enough to experiment/practice with new ingredients/techniques at home
Ø Taking initiative and responsibility for successes and failures while understanding why those results happened
Step 3
Feedback and Assessment
Forward-looking Assessment
· Having learned proper cooking techniques and menu development, Students will be given a “mystery basket” of ingredients and will be required to individually write a 5 course menu and execute it within a given timeframe.
Criteria and Standards
· Assessment will be based on how well the students utilized the ingredients, executed the techniques used and whether or not they were able to produce what they had planned to.
Self-Assessment
· After receiving their critique, students will reflect on what challenges they encountered while prepping for and producing the different courses and why these challenges arose.
FIDeLity Feedback
· Students will present each course to the instructors, and at the end of the 5 course the student will return and listen to the feedback from the instructors. There will be a dialogue, discussing what worked, what didn’t, what could have been changed, etc.
Step 4
Teaching and Learning Activities
Experiences
· In class demonstrations
· Hands on lab work
· Internships
· Videos showing techniques
· Videos showing how chefs think (mind set, organization)
Getting Ideas and Information
· Internet searches
· Lectures
· Research papers
Reflecting
· Discussions periods after lab work
· Feedback of results of lab
· Keep a “journal of questions” that arise – will be answered in discussion period
Step 5
Fundamentals of cooking techniques; consistency in production
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
·
Critical, creative and practical thinking, knife skills
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
Demonstrating culinary creativity and restraint; seeing culinary connections
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
· Research paper
Thinking like a chef, working in teams (building trust)
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
· Chef interview
· Restaurant tour
Developing a pride in cooking; concerns about sustainability/sourcing/world cuisines
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
· Off-site (field trips)
“practicing” at home, responsibility, visual learner, consistent expectations/results
b) Criteria and Standards
c) Self Assessment
d) FIDeLity
· See-then-do demonstrations
· Team labs
· Individual Labs
Step 6
Topics
· Protein Fabrication
· “Mother Sauce” fundamentals
· Techniques used in cooking
· Cooking Methodology (grilling vs. sautéing vs. roasting vs. braising)
· Composing a plate
· Composing and designing a menu
· Presentation
Steps7 & 8
Basics of Culinary Artistry Teams and Individual
Protein Fabrication
Cooking Methodology
Presentation
(pairs)
(pairs)
(pairs)